Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom

Martin, Andrew J.; Yu, Kai; Ginns, Paul; Papworth, Brad

doi:10.1080/01443410.2016.1202904

Cited by 66 publications

(73 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our findings clearly indicate that buoyancy has the potential to exert a prominent influence on key outcomes for instructed L2 learners. Work on identifying pathways to promote buoyancy has so far emphasized the importance of teaching students how to adjust cognition, behavior, and emotion when circumstances or situations change (Martin & Marsh, 2006; Martin et al, 2010; Martin et al, 2017). For instance, during times of transition, students can be helped to adjust their thinking, expectations, or assumptions about a new or changing situation.…”

Section: Discussionmentioning

confidence: 99%

Academic Buoyancy

Yun

Hiver

Al‐Hoorie

2018

Stud Second Lang Acquis

View full text Add to dashboard Cite

This article reports the first attempt to test the relevance of buoyancy—the capacity to overcome the setbacks, challenges, and pressures that are part of the ordinary course of school life—for instructed second language (L2) learning. Questionnaire data from 787 college-level L2 learners in South Korea assessed their academic buoyancy and a set of six hypothesized predictors. A two-step cluster analysis of the data identified five prominent L2 learner archetypes, providing evidence for the existence of L2 domain-specific buoyancy profiles. Using structural equation modeling, we examined links among the six predictor variables, buoyancy, and L2 achievement and grade point average (GPA). The results showed that buoyancy significantly predicted both L2 achievement and GPA and mediated the effect of the predictors on these two outcome variables. Buoyancy, thus, captures a dimension of L2 motivation that is conceptually and empirically distinct from existing constructs, and represents an essential yet underexplored capacity for success in language learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Academic Buoyancy

Yun

Hiver

Al‐Hoorie

2018

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…It was hypothesized that high academic buoyancy is related to adaptive learningrelated expectations and behaviours, that is, low failure expectations, low avoidance behaviour, and high task-oriented planning (Collie et al, 2017;Datu & Yang, 2018;Martin, 2014;Martin et al, 2010Martin et al, , 2017 via academic emotions. More specifically, buoyancy was expected to relate positively to positive emotions (enjoyment, hope, and pride) and negatively to negative emotions (anxiety, boredom, hopelessness, and shame) (see Collie et al, 2017;Martin et al, 2010Martin et al, , 2017Putwain et al, 2012). Furthermore, high enjoyment, hope, and pride were expected to further relate to low levels of avoidance behaviour and failure expectations as well as high task-oriented planning because they are considered positive activating emotions that can boost adaptive beliefs and behaviours (Pekrun et al, 2002).…”

Section: The Present Studymentioning

confidence: 99%

“…In previous studies, academic buoyancy has been found to relate to higher performance in standardized literacy and numeracy tests or high‐stakes examinations (e.g., Collie, Martin, Malmberg, Hall, & Ginns, 2015; Martin, 2014; Putwain, Daly, Chamberlain, & Sadreddini, 2015). Furthermore, buoyancy has been associated with high self‐efficacy, persistence, and planning (Martin et al , 2010), high emotional and behavioural school engagement (Datu & Yang, 2018; Martin, 2014; Martin, Yu, Ginns, & Papworth, 2017), effective learning strategies (Collie, Ginns, Martin, & Papworth, 2017), and low self‐handicapping (Martin, Nejad, Colmar, & Liem, 2013). All students face challenges and school pressure at some point, and thus, it is the ability to recover from these difficulties that determines how positively and persistently students react in subsequent situations.…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, buoyancy can protect value appraisals from diminishing after setbacks. Through supporting control and value appraisals, buoyancy can thus contribute to academic emotions, for example, by promoting positive emotions such as enjoyment of learning (see Martin et al , 2017) and helping control negative emotions such as anxiety (see Collie et al , 2017; Martin et al , 2010; Putwain, Connors, Symes, & Douglas‐Osborn, 2012). However, apart from studies showing a negative relationship between buoyancy and anxiety (Collie et al , 2017; Martin et al , 2010; Martin & Marsh, 2008; Putwain et al , 2015; Putwain, Daly, Chamberlain, & Sadreddini, 2016), the associations between academic buoyancy and distinct academic emotions have not yet been studied.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The role of academic buoyancy and emotions in students’ learning‐related expectations and behaviours in primary school

Hirvonen

Putwain

Määttä

et al. 2019

Brit J of Edu Psychol

View full text Add to dashboard Cite

Background. Academic buoyancy refers to students' ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students' beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students' learning-related expectations and behaviours. Aims. This study investigated to what extent academic buoyancy predicts students' failure expectations, avoidance behaviour, and task-oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours. Sample. A total of 845 Finnish students in the sixth grade of primary school. Methods. Self-report data for academic buoyancy and academic emotions in the autumn semester and learning-related expectations and behaviours in the spring semester were analysed using structural equation modelling, controlling for gender, grade point average, and previous levels of learning-related expectations and behaviours. Results. The findings showed that high academic buoyancy indirectly predicted lower avoidance behaviour, fewer failure expectations, and higher task-oriented planning via academic emotions. High academic buoyancy was related to high enjoyment and hope as well as low boredom and hopelessness, which further predicted low failure expectations. High hope and low boredom also predicted low avoidance behaviour, and high hope was associated with high task-oriented planning. Conclusions. The findings suggest that academic buoyancy supports positive expectations and adaptive behaviours in learning situations through the regulation of emotions.

show abstract

“…Strengthening the claim that these skills interfere with the cognitive-behavioral dimension of adaptability, Lopes et al (2012) emphasize their relevance in social context, such as classrooms. Overall, both aspects of adaptability are critical to successful learning, problem solving, and mental health ( Collie and Martin, 2017 ; Martin et al, 2017 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Observing the World Through Your Own Lenses – The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge

Scherer

Guttersrud

2018

Front. Psychol.

View full text Add to dashboard Cite

Students are exposed to vast amounts of information and knowledge that is rapidly changing. This exposure requires them to be adaptive, that is, to constantly adjust their thinking, behavior, and even their affect to successfully solve information-rich and knowledge-lean problems. Considering these developments, the purpose of the present study is twofold: First, it is aimed at exploring the link between students’ beliefs about their adaptability in an ever-changing world and their beliefs about the changing nature of scientific knowledge, thus linking two educationally relevant belief systems. Second, this study further explores validity issues related to the well-established and commonly used “Epistemological Beliefs about the Development of Scientific Knowledge (EBDE)” scale. Performing structural equation modeling on a large-scale data set of 1,662 Norwegian tenth-grade students, we estimated the correlations among different aspects of adaptability (i.e., cognitive-behavioral and affective-emotional adaptability) and EBDE. Moving beyond these correlations, we tested whether students’ perceived adaptability had an impact on the functioning of EBDE items by means of moderated factor analysis. Our analyses revealed that adaptability was associated with sophisticated EBDE in science, and the EB scale functioned differently with respect to different adaptability scores. The results of this study indicate that students perceive the development of scientific knowledge through the lenses of their own adaptability. Furthermore, the differential functioning of the EBDE scale challenges its validity.

show abstract

Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom

Cited by 66 publications

References 49 publications

Academic Buoyancy

Academic Buoyancy

The role of academic buoyancy and emotions in students’ learning‐related expectations and behaviours in primary school

Observing the World Through Your Own Lenses – The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge

Contact Info

Product

Resources

About